{"id":73530,"date":"2022-09-21T10:36:09","date_gmt":"2022-09-21T15:36:09","guid":{"rendered":"https:\/\/casel.dev\/?post_type=blogposts&#038;p=73530"},"modified":"2025-10-15T13:02:43","modified_gmt":"2025-10-15T18:02:43","slug":"a-preview-of-state-policy-bright-spots-sel-and-equity","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/a-preview-of-state-policy-bright-spots-sel-and-equity\/","title":{"rendered":"A Preview of &#8220;State Policy Bright Spots: SEL and Equity&#8221;"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Effective state social and emotional learning (SEL) policies are influenced by broader policies that support social, emotional, and academic development, such as professional development and curriculum policies. <\/li>\n\n\n\n<li>CASEL&#8217;s &#8220;State Policy Bright Spots: SEL and Equity&#8221; highlights six states\u2014California, Delaware, Massachusetts, New York, Washington, and Wisconsin\u2014that prioritize equity in their SEL policies, demonstrating innovative approaches to supporting all students. <\/li>\n\n\n\n<li>The brief emphasizes the importance of integrating equity into the initial stages of SEL policy creation, showing how early commitment to equity can lead to long-term progress in addressing systemic inequities in schools.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>Foundational state policies that support social and emotional learning (SEL) in schools (e.g., <a href=\"https:\/\/casel.org\/key-features-state-guidelines\/\" target=\"_blank\" rel=\"noreferrer noopener\">competencies, guidance, and professional development)<\/a> do not exist in a vacuum. The implementation of state SEL policy efforts, like the <a href=\"https:\/\/www.k12.wa.us\/student-success\/resources-subject-area\/social-emotional-learning-sel\/sel-online-module\" target=\"_blank\" rel=\"noreferrer noopener\">SEL Online Modules<\/a> in Washington or the <a href=\"https:\/\/drive.google.com\/drive\/folders\/19FowK0wnA04ye2ug1X2fJ1HAcHaVZXtD\" target=\"_blank\" rel=\"noreferrer noopener\">SEL and Employability Skills crosswalk<\/a> in Delaware, often depends upon the conditions created by <a href=\"https:\/\/edtrust.org\/is-your-state-prioritizing-sead\/\" target=\"_blank\" rel=\"noreferrer noopener\">related policies<\/a> that broadly support social, emotional, and academic development. For example, professional development policies and curriculum policies shape the environment in which state SEL policies can function effectively. As state policymakers seek to advance the social, emotional, and academic development of all students, it is important to consider the relationship of SEL policies to other policies at the state level.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"a-new-brief\"><strong>A New Brief<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>In CASEL\u2019s newest publication \u201c<a href=\"https:\/\/casel.org\/state-policy-bright-spots-equity\/\" target=\"_blank\" rel=\"noreferrer noopener\">State Policy Bright Spots: SEL and Equity,<\/a>\u201d CASEL partners with <a href=\"https:\/\/edtrust.org\" target=\"_blank\" rel=\"noreferrer noopener\">The Education Trust<\/a> (Ed Trust) to do just that. The brief explores the relationship of SEL policies and related state policies in 6 states. While all high-quality SEL policies should create conditions that advance <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/how-does-sel-support-educational-equity-and-excellence\/\" target=\"_blank\" rel=\"noreferrer noopener\">equity and excellence<\/a>, this brief highlights SEL policies that center equity as an explicit goal of implementation.&nbsp;For example, one central California policy that is highlighted is the state\u2019s Transformative SEL competencies, which promote equity by supporting the identity, agency, and belonging of students and educators.<\/p>\n\n\n\n<p>This brief unites and amplifies data from both CASEL and Ed Trust. Since 2011, CASEL has completed state scans approximately every two years to monitor foundational policy efforts for SEL. (Read the most recent <a href=\"https:\/\/casel.org\/2022-state-scan\/\" target=\"_blank\" rel=\"noreferrer noopener\">CASEL SEL Policy State Scan<\/a>). In 2021, Ed Trust partnered with CASEL to create and conduct scans of related state policy areas that <em>support<\/em> the social, emotional, and academic development of students in an equitable way. Ed Trust evaluated all 50 states&#8217; policies in five areas, including discipline; professional development; rigorous and culturally sustaining curriculum; student, family, and community engagement; and wraparound services. (A summary of these scans data can be found in Ed Trust&#8217;s recently published tool, <a href=\"https:\/\/edtrust.org\/is-your-state-prioritizing-sead\/\" target=\"_blank\" rel=\"noreferrer noopener\">&#8220;Is Your State Prioritizing SEAD?<\/a>\u201d). In turn, CASEL scanned and evaluated SEL policies that specifically focused on the goals of advancing equity. The resulting analysis elevated the policy approaches of six states \u2013 California, Delaware, Massachusetts, New York, Washington, and Wisconsin \u2013 working to support equity through SEL.&nbsp;&nbsp;<\/p>\n\n\n\n<p>\u201cState Policy Bright Spots: SEL and Equity\u201d provides a comprehensive overview of the conditions in a state by summarizing the policies specifically related to SEL and the policies related to discipline; professional development; rigorous and culturally sustaining curriculum; student, family, and community engagement; and wraparound services. The examples elevated in the brief are not presented as perfect policy approaches, but rather as \u201cBright Spots.\u201d A \u201cBright Spot\u201d is an innovative example of policy designed to support implementation of evidence-based, systemic SEL within the unique context of a state. For example, some readers may become inspired by how Washington\u2019s professional development policies support how educators understand and relate to SEL competencies within the state. Other readers may seek to learn more about how New York\u2019s and Massachusetts&#8217;s policies on rigorous and culturally sustaining curriculum support the states\u2019 culturally responsive guidance on SEL implementation.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"commonalities-across-policy-approaches\"><strong>Commonalities Across Policy Approaches<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>While the brief highlights the unique approaches of these \u201cBright Spots,\u201d it also reveals some commonalities across policy approaches. As policymakers developed foundational SEL policies in these states, like guidance, competencies, or professional development, they made an initial commitment to advancing equity. For example, California&#8217;s included \u201cCommit to equity\u201d as one of their Guiding Principles, which shaped their SEL approach. In addition, both Delaware and Wisconsin collaborated with a wide variety of stakeholders as they developed their SEL approaches to pursue research related to how their state could support equity through SEL. While unique and diverse, each \u201cBright Spot\u201d speaks to how a commitment to equity early on in a state\u2019s SEL policy creation process can lead to major progress down the road. That being said, these examples can also inspire states already on their SEL policy journey to consider how they could prioritize equity in their work.<\/p>\n\n\n\n<p>Inequity within schools is a systemic challenge that requires a systemic solution. Each \u201cBright Spot\u201d serves as an illuminating light &#8211; rather than a roadmap &#8211; on the role that both SEL policies and related policies can play in the broad policy environment of a state. <a href=\"https:\/\/casel.org\/state-policy-bright-spots-equity\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read the brief<\/a> to see how these examples might help you best implement SEL policy and support the social, emotional, and academic development of all students.<\/p>\n\n\n\n<p><em>The views in this blog are those of the authors and do not necessarily reflect the views of CASEL.<\/em>&nbsp;<\/p>\n\n\n\n<p><em>Caitlin M. Dermody is a first-year doctoral student at the Harvard Graduate School of Education. She is the former Policy and Research Specialist at CASEL.<\/em> <em>Nancy Duchesneau is a Senior P-12 Research Associate at The Education Trust, and leads the organization\u2019s work on social, emotional, and academic development.<\/em><\/p>\n\n\n\n<p><strong>Related Posts<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/how-can-states-prepare-students-for-the-future-the-portrait-of-the-graduate-helps-set-the-vision\/\" target=\"_blank\" rel=\"noreferrer noopener\">How Can States Prepare Students for the Future? The \u201cPortrait of the Graduate\u201d Helps Set the Vision<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/how-can-federal-law-support-family-engagement-in-schools-a-new-casel-brief\/\" target=\"_blank\" rel=\"noreferrer noopener\">How Can Federal Law Support Family Engagement in Schools? A New CASEL Brief<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/to-fulfill-the-promise-of-brown-meaningful-school-integration-requires-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">To Fulfill the Promise of Brown, Meaningful School Integration Requires SEL&nbsp;<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><\/p>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog,&nbsp;<em>Constellations<\/em>?&nbsp;<a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a>&nbsp;about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top Foundational state policies that support social and emotional learning (SEL) in schools (e.g., competencies, guidance, and professional development) do not exist in a vacuum. The implementation of state SEL policy efforts, like the SEL Online Modules in Washington or the SEL and Employability Skills crosswalk in Delaware, often depends upon [&hellip;]<\/p>\n","protected":false},"author":26603,"featured_media":73529,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-73530","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/73530","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/26603"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=73530"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/73529"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=73530"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=73530"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}